Voices of Black Women Superintendents' Experiences

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

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Unpacking Black Women Superintendents’ Experiences: Intersectionality of Race, Gender, and Resiliency

Journal of Education Human Resources ◽

10.3138/jehr-2021-0015 ◽

2021 ◽

Author(s):

Francemise S. Kingsberry ◽

Gaëtane Jean-Marie

Keyword(s):

Black Women ◽

Educational Leadership ◽

Women Superintendents ◽

Special Issue ◽

Research And Practice ◽

Gender And Race ◽

Race And Gender ◽

And Gender

In keeping with the special issue centered on Gender and Race in the Workplace, this article explores the role that the intersection of race and gender played in the attainment of the superintendency for four Black women superintendents. Despite their increasing presence in educational leadership, Black women continue to experience marginalization such as being overworked, undervalued, and overlooked in the workplace. By examining the barriers these women faced as well as the ways in which they overcame them, much can be weaned from their wisdom and experiences for future aspirants as well as current superintendents. This article highlights the journeys of four Black women superintendents which underscores their intersectionality experiences drawing upon their resilience to achieve success. Their stories, especially in light of the increasingly violent and racially charged settings in which they find themselves, are necessary and deserve a voice. The findings have implications for research and practice.

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